Movement and Cultural Dance · Weeks 28-36

Time: Tempo, Rhythm, Duration

Students will manipulate tempo, rhythm, and duration in their movement to create varied expressive qualities.

About This Topic

Indigenous Peoples of the Region focuses on the history, culture, and enduring presence of the Native American tribes native to the students' specific area. Students learn how these first inhabitants used natural resources, developed complex societies, and how they continue to contribute to the community today. This aligns with C3 standards for History and Geography regarding the relationship between people and the land over time.

It is essential to teach this topic not just as 'history' but as a living story. Students should understand the impact of colonization and displacement while also celebrating the resilience and modern-day cultures of Indigenous peoples. This topic comes alive when students can examine traditional technologies (like irrigation or weaving) and compare them to modern versions through collaborative investigation.

Active Learning Ideas

Inquiry Circle: Natural Resource Engineers

Groups research how a local tribe used a specific resource (like cedar trees, clay, or bison). They must create a diagram showing how that resource was turned into three different things (e.g., a home, a tool, and clothing).

⏱ 45 min·Small Groups

Generate mission

Gallery Walk: Then and Now

The teacher displays photos of historical Indigenous artifacts alongside photos of modern Indigenous art, government, and daily life. Students use sticky notes to identify 'Continuity' (what stayed the same) and 'Change'.

⏱ 30 min·Whole Class

Generate mission

Think-Pair-Share: The Power of Storytelling

Listen to a traditional story from a local tribe. Students work with a partner to identify the 'lesson' the story teaches about the environment or how to treat others, then share with the class.

⏱ 25 min·Pairs

Generate mission

Watch Out for These Misconceptions

Common Misconception

Native Americans all lived in teepees and wore feathers.

What to Teach Instead

Show the incredible diversity of Indigenous housing and clothing based on region (e.g., longhouses, pueblos, plank houses). A sorting activity matching 'House' to 'Region' helps break these stereotypes.

Common Misconception

Indigenous people are 'gone' or only exist in the past.

What to Teach Instead

Highlight modern-day Indigenous leaders, artists, and scientists. Discussing current tribal governments and community events helps students see Indigenous people as a vibrant, contemporary part of society.

Frequently Asked Questions

How do I find out which tribes lived in my specific area?

Use resources like Native-Land.ca or contact local tribal offices. It is important to use the specific names of the tribes (e.g., Haudenosaunee, Ohlone, or Cherokee) rather than the general term 'Native Americans' whenever possible.

What are the best hands-on strategies for teaching about Indigenous cultures?

Focus on 'Technology and Innovation.' Have students try to solve a problem using only the natural resources that would have been available 500 years ago. This builds respect for the deep knowledge and engineering skills of Indigenous peoples.

How do I talk about colonization and displacement with 3rd graders?

Use age-appropriate, honest language. Explain that as settlers arrived, they often took land that belonged to Indigenous people, leading to conflict and unfair treatment. Focus on the concept of 'fairness' and 'broken promises,' which are concepts 3rd graders understand well.

Should I use 'Native American' or 'Indigenous'?

Both are generally acceptable, but 'Indigenous' is increasingly preferred in global contexts. The best practice is to use the specific name of the tribe you are discussing, as this acknowledges their unique identity and sovereignty.

Browse curriculum by country

• Americas
• US
• CA
• MX
• CL
• CO
• BR

• Europe
• UK
• IE
• FR
• DE
• ES
• IT
• NL
• PT
• SE

• Asia & Pacific
• IN
• SG
• AU